Positive Psychology and Positive Education: Old Wine in New Bottles?

Autor/in	Kristjansson, Kristjan
Titel	Positive Psychology and Positive Education: Old Wine in New Bottles?
Quelle	In: Educational Psychologist, 47 (2012) 2, S.86-105 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2011.610678
Schlagwörter	Evidence; Educational Psychology; Psychologists; Adolescents; Theories; Foreign Countries; Models; Intervention; Psychological Patterns; Social Sciences; Teaching Methods; Individual Characteristics; Resilience (Psychology); Grade 1; Grade 2; Grade 3; High Schools; United Kingdom + Suchen Sie Ihr Suchwort? Evidenz; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Theory; Theorie; Ausland; Analogiemodell; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; High school; Oberschule; Großbritannien
Abstract	The recently fashionable theories of positive psychology have educational ramifications at virtually every level of engagement, culminating in the model of positive education. In this critical review, I scrutinize positive education as a potential theory in educational psychology. Special attention is given to conceptual controversies and suggested educational interventions. Positive psychologists have yet to explore in detail the school as a positive institution. They have written at length, however, about such positive personal traits as moral virtue and resiliency, and about positive emotions both as embodied in experiences of classroom "flow" and as facilitators of students' personal resources. Because the empirical evidence concerning these positive factors remains partly mixed or tentative, and because most of them had a home in other theoretical frameworks before the advent of positive psychology, searching questions remain about the effectiveness and originality of positive education. This article addresses some of those questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10